Abstract
Background: One of the essential activities in improving the quality and effectiveness of teaching is to pay attention to the quality of teaching and engagement of students in their academic process. Thus, the aim of this study was to determine the relationship between teaching quality and academic engagement among Iranian nursing students. Methods: This is a descriptive-correlational study. The present study was carried out on 124 anesthesia and operating room nursing students who were selected using simple random sampling in the year 2017. The research tools included standard demographic, course experience, and academic engagement questionnaires. Data analysis was carried out using descriptive tests, independent t-test, and Pearson correlation in SPSS ver. 24. Results: The results of Pearson correlation analysis on the relationship between the subscales of teaching quality, including good teaching, clear goals, appropriate assessment, appropriate workload, independence, and generic skills with academic engagement showed a statistically significant relationship between all remaining subscales, except for the proper workload sub-scale (P=0.234). Conclusion: The results of this study showed a significant positive correlation between the course experience and academic engagement. Therefore, steps can be taken to improve the quality of the educational system using active and student-centered teaching methods.
ACADEMIC PERSEVERANCE, CLASS ATTENDANCE AND STUDENTS’ ACADEMIC ENGAGEMENT: A CORRELATIONAL STUDY